SLIDE 1 Measuring Soft Skills Doesn’t Need to Be Hard
A Q&A with Hunter Gehlbach
Welcome to
SLIDE 2 Poll Question:
- a. SEL? What’s SEL?
- b. Early – just starting to consider it
- c. Midway – have a measure selected
and are planning to start collecting data soon
- d. Late – the SEL data are already
rolling in
Where are you in the SEL measurement process?
SLIDE 3 Poll Question:
- a. To learn where the kids I work with
are struggling in terms of their SEL
- b. To learn if the kids I work with have
grown in terms of their SEL
- c. To compare the SEL skills of students
in the schools/programs I work with
- d. Other – please describe in the chat
Why are you considering collecting SEL data?
SLIDE 4
Agenda
Welcome and introductions Measuring Social and Emotional Learning: A Brief Guide Using SEL measures for formative purposes Audience Q & A Close
SLIDE 5 Today’s Speakers
Karyn Lew is
Education Northwest
Hunter Gehlbach
Panorama Education
SLIDE 6
Academic Success
SLIDE 7 Content Knowledge
Academic Skills
Academic Success
SLIDE 8 Academic Success
Content Knowledge
Academic Skills Emotional Competence
Self- Efficacy
Self- Regulation Social Skills
SLIDE 9 Academic Success
Content Knowledge
Academic Skills Emotional Competence
Self- Efficacy
Self- Regulation Social Skills
SLIDE 10 Terminology for the “Other Stuff”
What to call the “other stuff”?
- Social-emotional learning (SEL)
- Non-cognitive or non-academic skills
- 21st century skills
- Mindsets, essential skills, and habits (MESH)
SLIDE 11 Terminology for the “Other Stuff”
What to call the “other stuff”?
- Social-emotional learning (SEL)
- Non-cognitive or non-academic skills
- 21st century skills
- Mindsets, essential skills, and habits (MESH)
SLIDE 12 Why the Confusion?
“It is a very diverse group of factors and the reason it’s been hard to come up with a name is that they don’t necessarily belong together.”
SLIDE 13
Toolkit for School Success
SLIDE 14 Home environment/ neurobiology
Academic Success
Content Knowledge
Academic Skills Emotional Competence
Self- Efficacy
Self- Regulation
SLIDE 15 Home environment/ neurobiology School Context
Academic Success
Content Knowledge
Academic Skills Emotional Competence
Self- Efficacy
Self- Regulation
SLIDE 16
Implications for Measurement
The Every Student Succeeds Act (ESSA) requires schools to track at least one “non-academic” measure of school quality or student success Opened up unprecedented opportunity for schools to consider success more broadly, and many schools proposed using SEL as a potential indicator
SLIDE 17
Implications for Measurement
SLIDE 18 Summary of Controversy
- There’s no standard benchmark of healthy SEL
development and therefore no appropriate way to “grade” kids or schools
- Might be possible to “game” the surveys
- An annual assessment isn’t likely to give you
actionable data for interventions
SLIDE 19
What to Make of the Controversy?
SEL measures, like all measures, are flawed
“All measures suck, and they each suck in their own way.”
Angela Duckworth
SLIDE 20
And Yet …
SEL is important, and formative information about students who are struggling can be useful for schools
SLIDE 21
SEL Measurement Guide
Distill key decisions for implementing SEL measurement projects Promote the collection of high-quality SEL data that are robust and actionable
SLIDE 22 SEL Measurement Guide
- 1. Clarify the purpose for measuring
SLIDE 23 SEL Measurement Guide
- 1. Clarify the purpose for measuring
- 2. Decide which constructs to measure
SLIDE 24 SEL Measurement Guide
- 1. Clarify the purpose for measuring
- 2. Decide which constructs to measure
- 3. Select the appropriate tool
SLIDE 25 Questions for
Hunter Gehlbach
Director of Research Associate Professor, UCSB
SLIDE 26
How do you define SEL? What advice can you give for selecting SEL capacities to measure?
SLIDE 27
What do you think about the possibility of measuring SEL? What are the goals of the measurement process?
SLIDE 28
When is it best to survey students? When is it best to survey teachers and other adults?
SLIDE 29
How do SEL measures relate to climate surveys? What can you learn from one type of data that you can’t from the other?
SLIDE 30
What keeps you up at night when it comes to SEL measurement?
SLIDE 31
Do you have a favorite SEL measurement success story?
SLIDE 32
What are the most pressing future challenges for the field of SEL measurement to tackle?
SLIDE 33
Audience Q & A
SLIDE 34 Want to Learn More?
Are you ready to assess social and emotional development? American Institutes for Research Assessing social & emotional skills in out-of-school time settings: Considerations for practitioners Blyth, D., & Flaten, K. (2016). University of Minnesota Extension Encouraging social and emotional learning in the context of new accountability Melnick, H., Cook-Harvey, C. M., & Darling-Hammond, L. (2017). Learning Policy Institute Practical measurement Yeager, D., Bryk, A., Muhich, J., Hausman, H., & Morales, L. (2013). Carnegie Foundation for the Advancement of Teaching Measurement guide Coming soon from CASEL’s work group on SEL measurement
SLIDE 35
Let’s Chat:
How are you seeing SEL surveys being used in the field?
SLIDE 36 Thanks for Coming - Stay in Touch!
Karyn Lew is Hunter Gehlbach
gehlbach@ucsb.edu karyn.lewis@educationnorthwest.org
SLIDE 37 Education Northwest 101 SW Main Street Suite 500 Portland, OR 97204-3213
1.800.547.6339
@
educat ionnort hwest educationnorthwest .org
Contact Us
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